Chapter 5 Week 5

To see or not to see...That is the question. For the purposes of my present Thesis, seeing examples of all five papers didn't add a tremedous amount to the current direction or format in writing my paper, because, in my vision, I am a bit far afield from the Grounded Theory example paper, especially in the methodology. However, I learned a bit in the self-description and the reasoning behind classifications. That was helpful not so much for my current project, but for thinking about future writing and presentation projects and what is involved in each approach. Probably the most mystifying to me at this point in time is the case study, so my tendency would be to look at more examples of the Case Study Approach....and think of how I would use that particular qualitative approach.

Week4 Chapter 3 Random Thoughts

The design of my paper is something I've been wrestling with, contemplating, and just playing around withn for the last couple of weeks now. Although the major components of my paper ("Defining 'Relevant' Shame," "Examining Student Silence," "Personal Observations and Native Teachers'Observations") have already been established, and are in place sequentially, other components aren't aren't as yet. Literature "review," for instance in my study is a questionable label, since a great majority of the research comes from investigating literature; it also forms the dual bases for my "connective theory/phenomenon." So looking at the models and examples in this chapter gave me some ideas for the layout of the paper.
The results of the interviews which I intend to give will hopefully serve corroborate or validate my initial theory rather than exist for the basis of field data collection. The questions must not only have the rigor of of adhering to the topic and their role in the paper, but also need to be unbiased as possible and avoidant of leading the interview subjects.
Beyond that, this chapter reminded me of the ethical components not only of the interviews-creating a waiver-form with assurance of anonymity and fair compensation for the interviewees' time, but also the ethical implications of the entire thesis. Such questions as.....How does this paper serve the Korean students and the foreign teachers teaching them? And does it contribute to the literature of the education researchers who are attempting to understand the educational process better?

Research Roulette

And the...chosen.....approach ...........is..................

Grounded Research

For my research paper "The Phenomenon of Shame and Korean EFL Student Classroom Silence" (Formerly " The Phenomenon of Shame and its Impact on ESL Learning in Korea"), the Grounded Research approach seems to fit best. The ultimate goal of the research is develop a theory. That is to explore- mostly through literature and observation, but also with a few interviews of qualified subjects-the link of an ESL teaching challenge (classroom silence) to ingrained indigenous cultural phenomenon (Losing Face). While there is a great deal of research literature on both subjects.....there has been no explicit attempt to look at the connection. It is my intent to explore the role and/or validity of the connection.
From the explanation given of the Grounded Research approach by Cresswell, my research methods will differ in that they won't primarily rely on collecting research data from the field, but will instead come from research literature studies of the two phenomena (Losing Face, Student Science) and will use observations/ interviews with specialized "experts" who are familiar with both phenomena on experiential and professional levels, as an attempt to corroborate only.
In this regard the research methods seem to be more closely aligned with those of the Phenomenological approach. Because both these phenomena need to to be understood thoroughly to support the alleged theoretical connection. But the goal is not to explore and examine. It is to "triangulate" these two presently unconnected phenomenological lines.
It must be stated also that both Losing Face and Korean EFL Students' silence are phenomena endemic to South Korea and are therefore must be understood from an inherently Ethnographic point of view as well. But ultimately there is an " intervener"....the Foreign ESL Teacher or the demand for mandatory for English language teaching from abroad. So this again has a phenomenological flavor, both in terms of the connection between the two cultures and the "times" in which this phenomenon occurs.
Yet, again, Grounded Theory approach will win out for categorization.....because of the intended goal, even if the methods are Phenomenological and the phenomena Ethnographically
significant.

Chapter 4

Although we have already touched on the Five types of qualitative research, it is worth revisiting these dimensions again. Even in minor discussion of these in class last week, many questions came to me regarding these types; not only regarding my current-upcoming research paper, but also for future papers, investigations, and queries. At the most general, these classifications made me think...."What constitutes a qualitative research study?" More specifically, "Can a Narrative approach be autobiographical?" "If so, is that really research?"
"Or egotism?" Would it be "realer" research if someone had another research write your story?
Or does that get closer to case study? And in those cases, the interviewee's must reveal a particular bent. Does that make it a more "ethnographic" study? And is it possible to do a qualitative research study without have an ethnographic implication-either implicit or explicit?
Much of the determination of what type/types of study one is doing is determined by the degree to which emphasizes an aspect, the conclusions one draws, the focus of implication, or the design of the research project.

Chapter 2 Lenses

This chapter looks at the Philosophical, Paradigmatic, and Interpretive Frameworks being used in one's studies. In other words, really what lenses are we using previous to the study, during the study, and in evaluating the study. It is also valuable to do this in terms of recognizing what one's "default" lenses are; and looking at whether we are using are default lenses are, or whether we are attempting to expand beyond our normal framework(s).
Looking at the "framework" perspective is valuable in that it helps us sort out to "some" degree the subjectivity/objectivity of our framework approaches. In other words, the more we use our "default" framework, the more subjectivity will likely be involved.
In looking at my own proposed thesis resarch study, I find default lens in myself, in that the study is philosophical in nature. But doing external investigation also supports this philosophy is an attempt to "subjectify" the philosphy. and ultimately stating practical uses of this philosophy creates a "pragmatic lens."

Week 1 Pgs.1-14
The introduction to this book actually provided more food for thought than I had imagined. This is particular in the case of my thesis advisor asking me if I intended to write a "Grounded Theory" type of qualitative research thesis paper. Deductively, and also as advice, I thought that choice would be most judicious at the time.
But as I begin to research, envision, and format my vision, the type of research has actually become blurrier. This has become a question again more deeply as I evaluated the criteria from this week's reading. As I begin to explore the psychological dimension we call "shame," it is becoming evident that there is a deep need for a phenomenological investigation and assessment. As I explore the "Korean psyche" or East Asian cognitive worldview, it is also apparent that there is also a great need for ethnographic research. Employing interviews from native Korean teachers with psychological education also involves narrative elements. But in final format, these interviews will be used only in an incidental or supporting/contrasting role.
Ultimately, I will need to incorporate these many elements and, by deciding the purpose or intent of the research, determine which class/type of research my paper will fall into most comfortably. This will also determine the form of the paper, and questions of enquiry to be utilized.But,as the author himself notes, very rarely does a paper "purely" fall into one category . There are almost always elements borrowed from other types of research integrated.
Another question I had is if there needs to be a discussion of the type of qualitative reasearch is intended within the text of the paper itself. If so, does it generally ocur within the introduction or literature review? If this a "Grounded Research" Paper, is it worth mentioning what "Methodological" implications are opened?
Finally, there is the question of the reflexive component within the paper. I will need to evaluate when I where I should place this in order for it to be most effective and appropriate.